DEVELOPING

STAGES IN
MIDDLE & LATE
ADOLESCENCE
OBJECTIVES:
1. Classify various development tasks according to
developmental stage;
2. Evaluate one’s development in comparison with
persons of the same age group;
3. List ways on how to become a responsible
adolescent prepared for adult life; and
4. Be aware that money is an asset.
ADOLESCENCE:
BETWEEN
CHILDHOOD &
ADULTHOOD
 As adolescents develop physically, they also develop
cognitively, psychologically, socially, and spiritually.
The ages during adolescence may b e bracketed as
follow (Corpuz, Lucas, Borabo, & Lucido, 2010):
 Early Adolescence – around 10 to 13 years old
 Middle Adolescence – from 14 to 16 years old
 Late Adolescence – from 17 to 20 years old
 American psychologists differ slightly with rheir age
definitions of adolescence. Feist and Rosenberg (2012)
pegged early adolescence at age 11 or 12, and late adolescence
at about age 18. Hence, in America, a child is usually out of
the house by the age 18 because this is the age on how they
define young adulthood. This age definition of adolescence is
not a cut-and-dried rules as some persons mature ahead of
others, or some experience delayed maturity due to may
factors like genetics, environment, or even economic
conditions.
ERIKSON’S EIGHT
STAGES OF
PSYCHOSOCIAL
DEVELOPMENT
 Erik Erikson’s eight stages of psychosocial
development define each stage of human development
with a crisis or a conflict. Each crisis or conflict either
gets resolved or may be left unresolved, resulting in
favorable or unfavorable outcomes.
In referring to this eight stages of development
espoused by Erikson, it is important to know that the
stages and their corresponding developmental crisis may
overlap.
STAGE INFLUENTIAL CONFLICT OR POSSIBLE RESULTS FROM RESOLVING
FIGURE CRISIS TO BE CONFLICT OR CRISIS
RESOLVED
Favorable Results Unfavorable Result

Infancy Parents Trust vs. Mistrust Being able to trust others Mistrusting others,
(from birth when primary caregiver withdrawal or estrangement
to 18 (usually the mother)
months) provides caring, attention,
and love

Early Parents Autonomy vs. • Develops self-control • Compulsive self-restraint

Childhood Shame and and physical skills, and or compliance
(18 months Doubt sense of independence • Willfulness and defiance
to 3 years) without losing self- • Failure will result in
esteem feelings of shame and
• Ability to cooperate and doubt
to express oneself
• Develops feeling of
autonomy
 Late Parents & Initiative vs. • Learns that being assertive, • When using too much
Childhood Teachers Guilt using power, and being power and control, might
(Preschool) purposeful can influence their experience disapproval
(3-5 years) environment resulting in lack of self-
• Develops sense of purpose confidence and sense of
• Starts to evaluate one’s guilt
behavior • Pessimism, fear of being
wrongly judged

School Age (6- Parents & Industry vs. • Learns how to cope with the • Loss of hope, sense of
12 years) Teachers Inferiority school environment and its being mediocre
demand • Develops feelings of
• Learns how to create, inferiority
develop, and manipulate • Withdrawal from school
• Develop a sense of or peers
competence and perseverance

Adolescence Teachers & Identity vs. • Develops a sense of self and • Feeling of confusion,
(12-20 years) Significant Role identity indecisiveness, and anti-
Others Confusion • Plans to actualize one’s social behavior
abilities • Weak sense of self
• Develops the ability to stay
true to oneself
 Young Friends Intimacy vs. • Develops a strong need to form • Impersonal, weak
Adulthood (20- Isolation intimate, loving relationships with relationship
25 years) a group of people or with another • Avoidance of relationship
person career, or lifestyle
• Develops strong relationships commitments
• Learns commitment to work and • May result in isolation and
with another person or group loneliness

Adulthood (25- Community Generativity vs. • Creates or nurtures things that
65 years) Stagnation will outlast them, either by having
children or creating a positive
change that benefits others.
• Creativity, productivity, feeling of
usefulness and accomplishment,
and concern for others
• Self-indulgence, self-concern,
or lack of interests and
commitments
• Shallow involvement in the
world, pessimism

Maturity Community Integrity vs. • Sense of fulfillment as one looks • Sense of loss, contempt for
(65 years to Despair back in one’s life and develops others
death) feeling of wisdom • May result in regret,
• Acceptance of worth and bitterness and despair
uniqueness of one’s own life
• Acceptance of the inevitability of
death and transitioning
 ADOLESCENCE:
IDEN TITY vs. ROLE
CONFUSION
 Identity is the concept of an individual about himself and is often
referred to as “self identity”
that is influenced and molded by their external environment. Identity is
a self-belief of what the individual thinks and feels about himself.
Roles oftentimes form part of this self-identity, such as birth order in
the family, the nature of work, occupation or title, and academic and
social standing. Identity is also influenced by how others perceive and
individual. Role confusion is the negation of self-identity, in a sense
that there is confusion over one’s self-concept or the absence or lack of
such a concept. Role confusion affects an individual’s relationship with
others, because there is no clear definition of what he is and how he
relates to others.
CHANGES DURING
ADOLESCENCE
 The adolescent’s physiological transitioning is very pronounced at this stage.
Puberty kicks in and is fueled by the hormonal changes that are occurring and
pushing the adolescent toward sexual maturation. At this stage, the brain also
continues to develop. Cognitive growth among adolescents is usually marked by
the way they are able to comprehend abstract concepts, such as freedom and human
rights. Their beliefs about morality, religion, and politics are also starting to evolve.
This is the stage when young men and women begin to ask questions about the
status quo, about the way things happen, and usually counter questions or situations
with a challenging questions of, “why not?” Idealism is very prominent among
adolescents, and so is their inclination toward becoming very self-conscious and
egocentric. Reckless behavior of adolescents are sometimes attributed to the
development of their b rains since their ability to make plans and see the
consequences of their actions are not yet fully developed unlike in adults (Feist &
Rosenberg, 2012)
 Experimentation is common activity among adolescents as they search
for their identity. They want to be treated as adults, and they see adult
behavior as something to emulate. Unfortunately, they also mimic negative
behaviors like smoking and drinking, which are perceived as marks of
manhood in some cultures such as ours. Different clothing and fashion styles
are often the most obvious ways used by adolescents in expressing their
independence and in asserting their unique selves. They also search for social
groups with whom they find common interests to further validate their
chosen identity. In most high schools, various student organizations are being
offered to students for them to choose from. Joining these organizations
according to one’s interest is part of the adolescent’s continuing formation of
self-identity.
 Sexual experimentation also happens at this stage.
However, due to their underdeveloped cognitive and
affective capacities and education of the matter, this
experimentation sometimes end up in disaster, such as
teen pregnancies and contracting sexually transmitted
disease.